Role conflict and career satisfaction in a state-oriented higher education system: mediating role of three burnout subtypes

Purpose Academics in a state-oriented higher education system lack work autonomy and control, which may lead to burnout and career dissatisfaction. We examined whether work–family conflict (WFC), family–work conflict (FWC) and career satisfaction (CS) are associated. We also examined whether the mechanisms underlying these relationships are explained by three burnout subtypes (frenetic, underchallenged and worn-out). Design/methodology/approach We surveyed 123 Indonesian academics selected through convenience and snowball sampling. We then analyzed the data using a structural equation model. Findings WFC was positively associated with all burnout subtypes, while FWC was only positively associated with frenetic burnout. Underchallenged burnout was negatively associated with CS and negatively mediated between WFC and CS. Practical implications We propose several interventions to reduce role conflicts and burnout and thus improve CS, among them work reform, coherent incentive and promotion policies and a supportive institutional environment. Originality/value This study is the first to examine burnout as three subtypes among academics in a state-oriented higher education system.